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研究生:陳慧榮
研究生(外文):CHEN, HUI-JUNG
論文名稱:迪士尼動畫影片教學提升臺灣國小學童英語識字能力與性別意識之成效
論文名稱(外文):The Effectiveness of Applying Disney Animated Films to Enhance Taiwanese 5th Graders’ English Word Recognition Abilities and Gender Awareness
指導教授:陳錦芬陳錦芬引用關係
指導教授(外文):CHEN, CHIN-FEN
口試委員:戴維揚陳湄涵
口試委員(外文):DAI, WEI-YOUNGCHEN, MAI-HAN
口試日期:2017-07-21
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:兒童英語教育學系碩士班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:英文
論文頁數:109
中文關鍵詞:迪士尼動畫電影電影主題曲英語識字能力性別意識
外文關鍵詞:Disney animated filmstheme songsEnglish word recognition abilitiesgender awareness
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本研究探討運用迪士尼動畫影片對47位新北市國小五年級學童英語識字能力以及性別意識的影響。本研究採用準實驗設計為期八周,以迪士尼動畫電影主題曲為教材,實驗組在歌曲教學後接著觀看影片,而控制組則是完成學習單。測驗工具包括英語識字能力前後測、性別意識前後測問卷以及實驗組學生回饋問卷,並以敘述性統計、獨立樣本t檢定的方式進行分析。
本研究的結論為:一、迪士尼動畫影片能顯著提升實驗組及控制組學生的英語識字能力。二、迪士尼動畫影片提升實驗組及控制組學生的性別意識但未達顯著值。三、實驗組學生對於迪士尼動畫影片運用在英語課堂給予高度肯定。根據研究結果,研究者提出建議供相關教學與未來及研究之參考。

The quasi-experimental study aims to explore the impact of applying Disney animated films into English classes on word recognition and gender awareness of 47 fifth graders in New Taipei City, 23 of whom served as the experimental group watching films and 24 of whom served as the control group doing worksheets after theme song instruction. The study was conducted 40 minutes a week for eight weeks. Data were collected through pre- and posttests of word recognition, pre- and post-questionnaires of gender awareness and a feedback questionnaire. The collected data are analyzed with descriptive statistics and independent t-test.
The results of the study are that both groups’ English word recognition abilities progressed significantly but their gender awareness was not improved significantly after the experimental instruction. While the experimental group holds highly positive attitude toward applying Disney animated films into their English classes. Based on the research results, some suggestions are offered for pedagogical applications and future studies.

ACKNOWLEDGEMENTS
CHINESE ABSTRACT i
ABSTRACT ii
TABLE OF CONTENTS iii
LIST OF TABLES vi
LIST OF FIGURES vii
CHAPTER ONE INTRODUCTION 1
Research Background and Motivation 1
Research Purposes 4
Research Questions 4
Significance of the Research 5
Definitions of Terms 5
Word recognition 5
Word recognition abilities 6
Gender awareness 6
Multimedia instruction 7
English animated films 7

CHAPTER TWO LITERATURE REVIEW 9
Word Recognition 9
Significance of Vocabulary Learning 9
Vocabulary Acquisition 12
Vocabulary Teaching and Learning 15
Application of Multimedia and English Instruction 19
Definition of Multimedia 19
Multimedia in Teaching and Learning 20
Gender Stereotypes in Multimedia 21
Gender Issues 23
Gender Equality Education 23
Gender Stereotypes 26
Gender in Disney Fairytale Animated Films 27
Summary 30
iii
CHAPTER THREE METHODOLOGY 31
Framework of the Study 31
Independent Variable 32
Dependent Variables 32
Research Setting and Participants 33
Research Setting 33
Participants 33
Research Procedure and Timetable 39
Procedure 39
Timetable 40
Experimental Instruction 41
Teaching Materials 41
Teaching Schedule and Timetable 42
Instruments 45
Students’ Background Questionnaire 45
Pre- and post- English Word Recognition Tests 45
Pre- and post- Gender Awareness Questionnaire 47
Students’ Feedback Questionnaire 48
Data Analysis 49
Quantitative Data 49

CHAPTER FOUR RESULTS AND DISCUSSIONS 51
Both Groups’ Improvement of their English Word Recognition Ability 52
Improvement of the experimental group’s English word recognition ability 52
Improvement of the control group on English word recognition ability 54
Between-group comparison of both groups’ progress on English word recognition 56
Both Group’s Improvement of Their Gender Awareness 58
Within-group comparison of both group’s gender awareness 60
Between-group comparison of both groups’ responses in gender awareness questionnaire 63
Experimental Group’s Feedback toward Learning English via Watching Disney Animated Films 66


iv
CHAPTER FIVE CONCLUSIONS 73
Conclusions 73
Limitations 75
Suggestions 76
For pedagogical applications 76
For future studies 78

REFERENCES 79
APPENDIXES 85
Appendix A: Parents' Consent Form 85
Appendix B: Background Questionnaire 86
Appendix C: Pretest on Word Recognition 87
Appendix D: Pre-questionnaire on Gender Awareness 91
Appendix E: Sample Worksheet of the Control Group 92
Appendix F: Posttest on Word Recognition 93
Appendix G: Post-questionnaire on Gender Awareness 96
Appendix H: Feedback Questionnaire 98

















v
LIST OF TABLES
Table 2-1 The Competence Indicators of G1-9 C.G. (MOE, 2008) Related to Vocabulary Abilities 11
Table 2-2 Frameword of Competence Indicators in Gender Education in g1-9 C.G. (MOE, 2008) 24
Table 2-3 Competence Indicators in English Learning Area that Can be Included into Gender Education Suggested by MOE (2008) 25
Table 3-1 Background Information of the Research Subjects 35
Table 3-2 Both Groups' Initial English Word Recognition Abilities 36
Table 3-3 Both Groups' Initial Gender Awareness 37
Table 3-4 Timetable of the Study 40
Table 3-5 Teaching Schedule and Words Selected from Six Songs in Frozen 43
Table 3-6 Teaching Activities for the Experimental and Control Groups 44
Table 3-7 The Contents and Examples of English Word Recognition Tests 46
Table 4-1 Within-Group Comparison of the EG's English Word Recognition Abilities 52
Table 4-2 Within-Group Comparison of the CG's English Word Recognition Abilities 55
Table 4-3 Comparison of Both Groups’ Performance on the English Word Recognition Posttest 56
Table 4-4 Items of the Four Aspects in the Gender Questionnaire 59
Table 4-5 Within-Group Comparison of the Experimental Group's Gender Awareness 61
Table 4-6 Within-Group Comparison of the Control Group's Gender Awareness 61
Table 4-7 Comparison of Both Groups' Gender Awareness in the Post-quesionnaire 63
Table 4-8 the Experimental Group's Feedback on English Learning via Watching Disney Animated Films 67
Table 4-9 The Experimental Group's Feedback on Watching Disney Animated Films 69
Table 4-10 The Experimental Group's Feedback on Gender Awareness 70

vi
LIST OF FIGURES
Figure 3-1 Framework of the Study 31
Figure 3-2 Research Procedure 39




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